LEADERSHIP III FOR FIRE AND EMS: STRATEGIES FOR SUPERVISORY SUCCESS
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Transcript of LEADERSHIP III FOR FIRE AND EMS: STRATEGIES FOR SUPERVISORY SUCCESS
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LEADERSHIP III FOR FIRE AND EMS: STRATEGIES FOR
SUPERVISORY SUCCESS
Slide C-1
COACHING
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OBJECTIVES
The students will:• Identify characteristics of effective
coaches.• Identify the similarities between effective
coaches and effective leaders.• Identify four critical coaching techniques.• Match coaching techniques with
subordinate performance.
Slide C-2
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OVERVIEW
• The Leader as Coach • Vision• Self-Confidence and Humility• Confidence in Others• Flexibility
Slide C-3
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Activity C.1Characteristics of Effective
Coaches
Slide C-4
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THE LEADER AS COACH
"Coaching is face-to-face leadership that pulls together people with diverse backgrounds, talents, experiences, and interests, encourages them to step up to responsibility and continued achievement, and treats them as full-scale partners and contributors." (From A Passion for Excellence.)
Slide C-5
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THE LEADER AS COACH (cont'd)
• Face-to-face leadership implies one-on-one interaction
• Pulling together diverse people implies:– Accepting individual differences– Encouraging teamwork and cooperation
Slide C-6
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THE LEADER AS COACH (cont'd)
• Encouraging them to step up to responsibility and continued achievement implies: – Demanding the best from everyone – Holding people accountable– Rewarding accomplishments
• Treating them as full-scale partners and contributors implies: – Mutual trust and respect – Willingness to listen – Willingness to compromise
Slide C-7
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THE LEADER AS COACH (cont'd)
• Characteristics of an effective coach:– Vision– Self-confidence– Humility– Confidence in others– Flexibility
Slide C-8
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What does vision mean in the context of coaching?
Slide C-9
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VISION
• Having a mental image of a possible and desirable future condition (Bennis).
• Communicating that vision to others in such a way that they want to take part in working toward it.
Slide C-10
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How might a Company Officer (CO) demonstrate/communicate vision to subordinates?
Slide C-11
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VISION (cont'd)
• A leader with vision:– Sees beyond the obvious– Visualizes the big picture– Has a future orientation
Slide C-12
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VISION (cont'd)
• Seeing beyond the obvious– Recognizing each person's potential– Recognizing unique skills and abilities– Capitalizing on skills
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What are some examples of offduty skills that could improve company effectiveness?
Slide C-14
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What "big-picture" concepts do COs need to recognize and communicate to subordinates?
Slide C-15
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VISION (cont'd)
"I have a dream." - Martin Luther
King
"Some men see things as they are and ask 'why?' I dream things as they should be and ask 'why not?'"
- Robert F. KennedySlide C-16
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VISION (cont'd)
Tom Watson, founder of IBM, tells about a promising junior executive who was involved in a high-risk project and managed to lose over $10 million in the process. When Watson called the nervous executive into his office, the young man blurted out, "I guess you want my resignation." Watson's response was, "You can't be serious. We've just spent $10 million educating you!"
Slide C-17
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VISION (cont'd)
• Future orientation– Treating individual or company failures as opportunities for learning.
-- Ineffective leaders react to failures with anger and direct their energy toward punishment. -- Effective leaders react to failures with objectivity and direct their energy toward improvement.
Slide C-18
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VISION (cont'd)
• Searching for ways to improve – Personally willing to try out new ideas– Receptive to ideas offered by subordinates.
• Recognizing trends inside and outside the department
Slide C-19
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Activity C.2Recognizing Trends
Slide C-20
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How does an effective coach balance self-confidence and humility?
Slide C-21
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SELF-CONFIDENCE AND HUMILITY
• Self confidence--self-esteem– Effective leaders recognize they have a position of authority due to their own proven ability, as evidenced by any of the following:
-- Past performance evaluations -- Positive comments by peers or superiors -- Successful performance during promotional procedures-- Election to office by peer vote in a volunteer company
Slide C-22
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SELF-CONFIDENCE AND HUMILITY (cont'd)
• Self confidence--self-esteem– Rightly proud of their own success, and recognize their value to the organization– Don't let their egos get in the way
-- Aren't conceited-- Able to poke fun at themselves
Slide C-23
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SELF-CONFIDENCE AND HUMILITY (cont'd)
• Self-confidence--making a difference– Effective leaders truly believe they can make a difference.– Accept the fact that they're responsible for the success or failure. – This allows them to focus on their leadership role instead of just being "one of the crew."
Slide C-24
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SELF-CONFIDENCE AND HUMILITY (cont'd)
• Technical expertise– Accept their own technical expertise and work hard to stay on top – Generous about sharing knowledge – Not threatened by subordinates who want to be as technically proficient as the leader
Slide C-25
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SELF-CONFIDENCE AND HUMILITY (cont'd)
• Humility– Effective leaders recognize dependence on work group.– Get things done through others:
-- You're not leading if no one is following.-- You're not leading if you're doing everything yourself.
– Leader gets evaluated on subordinates accomplishments!
Slide C-26
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SELF-CONFIDENCE AND HUMILITY (cont'd)
• Leadership priorities– Do whatever possible to help subordinates succeed.– Effective coaches accept responsibility for the success or failure of entire team or individuals.– Effective COs accept responsibility for the success or failure of the entire company or of each company individuals.
Slide C-27
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"I never criticize a player until he's convinced of my unconditional confidence in his ability."
- Coach John Robinson, L.A. Rams
Slide C-28
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"Indiana basketball coach, Bobby Knight, rants and
raves--and wins. San Francisco Forty-Niner
coach, Bill Walsh, is so cool and collected he's
known as 'The Professor' – and wins. Despite different
styles, both exhibit compassion, empathy, and
a belief in the ability of each team member."
Slide C-29
- Tom Peters, A Passion for Excellence
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Does a leader's opinion of subordinates have an impact on their performance?
Slide C-30
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CONFIDENCE IN OTHERS (cont'd)
• You get what you expect– Expectations and treatment determines performance.– Superior leaders transmit high performance expectations that are fulfilled.– Subordinates do what they believe they are expected to do.
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THE PYGMALION EFFECT
• Influence of one person's expectations on another person's performance
• "Pygmalion" is the play that "My Fair Lady" is based on.
• High expectations = high performance.• Low expectations = low performance.
Slide C-32
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"You see … apart from the things one can pick up,
the difference between a lady and a flower girl is
not how she behaves, but how she is treated. "
Slide C-33
THE PYGMALION EFFECT (cont'd)
- "My Fair Lady"
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HighPerformance
HighExpectations
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LowPerformance
LowExpectations
Slide C-35
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What are some examples of situations that illustrate the fact that people tend to do what's expected?
Slide C-36
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What are some examples of what coaches do to transmit high expectations to their players?
Slide C-37
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CONFIDENCE IN OTHERS (cont'd)
• Personal feelings– Guard against tendency to like good performers and dislike poor performers– Difficult to hide how we feel
• When we like someone, we:– Spend more time with them– Smile more in their presence– Find it easier to talk to them– Feel more comfortable with them– Find it easy to compliment them
Slide C-38
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CONFIDENCE IN OTHERS (cont'd)
• When we dislike someone, we:– Spend as little time with that person as possible– Smile infrequently when around that person– Find it difficult to talk to that person– Feel uncomfortable when in that person's presence– Find it easy to criticize that person
Slide C-39
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CONFIDENCE IN OTHERS (cont'd)
• Effective leaders focus on behaviors, not personalities.
• Feeling dislike is a warning that you're communicating that as well and you need to start acting more positive.
Slide C-40
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FLEXIBILITY
• Every player is important.– Individuals deserve attention.– Bad leaders focus attention on a few.
-- "If it's not broken don't fix it."-- "If I ignore them, maybe they'll go away!"-- "I'm not here to babysit; they're all adults and should be able to take care of themselves."
Slide C-41
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FLEXIBILITY (cont'd)
• All of these approaches are counter-productive. Effective leaders are committed to doing whatever is necessary to get maximum performance from every individual.
• Effective leaders understand what each individual needs for self-improvement.
Slide C-42
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FLEXIBILITY (cont'd)
• Critical coaching techniques:– Training– Counseling– Challenging– Mentoring
Slide C-43
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TRAINING
• What is it?– Correcting unsatisfactory behavior, techniques, procedures, etc.– Maintaining proficiency in necessary skills– Providing feedback on performance– Bringing new employees up to speed– Preparing individuals and/or the whole group for new assignments, procedures, etc.
Slide C-44
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TRAINING (cont'd)
• How can it be done?– Postincident analysis– Drills– One-on-one skill building – "Buddy system" – Demonstration– Videotaping and critiquing– External training opportunities
Slide C-45
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COUNSELING
• What is it?– Working with someone to help solve a problem– Getting the individual to recognize there's a problem – Helping the individual to identify the cause – Helping the individual to work out a solution – Helping individuals correct unsatisfactory work behavior not correctable by training– Monitoring progress
Slide C-46
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COUNSELING (cont'd)
• How is it done?– Preparation– Private meeting with minimum advance notice– State your case and then listen– Discuss alternative solutions– Be supportive and patient, but insist on a plan of action– Follow up and encourage– Don't give up--counsel again, if necessary
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CHALLENGING
• What is it?– Helping individuals maximize their potential– Building on existing strengths – Setting attainable goals for improvement – Encouraging individuals to stretch to their capacity
Slide C-48
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What are some ways to challenge subordinates?
Slide C-49
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CHALLENGING (cont'd)
• How can you do it?– Assign additional tasks– Increase level of responsibility– Delegate an important project– Ask for help in training a poor performer, orienting a new crew member
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MENTORING
• What's involved?– Recognizing above-average potential – Fine-tuning skills – Providing opportunities to develop leadership skills – Providing opportunities for exposure– "Selling" the individual to upper-level– Regularly discussing individual's career goals
Slide C-51
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MENTORING (cont'd)
• How can you do it?– Serving as a role-model – Personal tutoring prior to promotional exam– Recommending individual for special assignments– Special recommendations on performance appraisal forms – Delegating difficult and challenging projects which require leadership skill
Slide C-52
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MATCHING TECHNIQUE TO PERFORMANCE
• Know not only how to use techniques, but when• Following chart (also in Student Manual (SM))
provides analysis to match most effective technique to present performance of each subordinate
Slide C-53
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COACHING ANALYSIS MODEL #1DescribePresent
Performance
AnythingUnsatisfactory?
AboveSatisfactory?
EverythingSatisfactory?
DescribePerformanceDiscrepancy
Challenge Mentor
SkillDeficiency?Train CounselYes No
Slide C-54
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• How would you describe present performance?
• Is all required performance satisfactory?– Skills/Techniques meet standards?– Work assignments complete?– Orders followed?– Policies and procedures?– Satisfactory employee meets standards but not much more than that.
Slide C-55
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• If performance is generally satisfactory, leader needs to challenge individual.– Urge the individual to stretch.– Encourage the individual to contribute more to the overall effectiveness of the unit.
Slide C-56
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Is required performance above satisfactory?– Do most skills/techniques exceed minimum standards? – Are work assignments generally completed with high quality and timeliness? – Are routine tasks completed without direct orders? – Does the individual frequently take the initiative?– An above-satisfactory employee consistently excels in most areas of the job.
Slide C-57
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• If performance is above satisfactory, leader needs to be a mentor to individual.– Start preparing the individual for advancement. – Help the individual design a career development plan.– Provide opportunities to assume leadership roles.
Slide C-58
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Is any required performance unsatisfactory?– If yes, describe what's wrong in specific behavioral terms. – Determine whether problem is due to a skill deficiency or not.
Slide C-59
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Unsatisfactory performance due to a skill deficiency will need training.
• Unsatisfactory performance not caused by skill deficiency will need counseling.
• If cause is unclear, select training option.
Slide C-60
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Analysis model is not something you do once a year.
• Coaching is dynamic.• Continually monitor.• Use different techniques simultaneously.• Don't ignore performance problems, otherwise.– It will get worse.– You're liable.– You're subject to disciplinary action.– Subordinates think poor performance is OK.
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COACHING ANALYSIS MODEL #2
Adapted from The Training and Development Sourcebook
TRAINING
ExplainImpact
ArrangePositive
Consequence
GoodPerformancePunishing?
RemovePunishment
Skill deficiency?
YES
YES
NO
Obstacles?
RemoveObstacles
ExplainPossibility
ProvideRewards
NO
YES
YES
Non-performanceRewarding?
DoesPerformance
Matter?
GoodPerformanceRewarding?
Non-performancePunishing?
NO
ExplainImpact
ArrangePositive
Consequence
Used to do it?
RemovePunishment
NO
NO Used often?
YES
YES
YES
COUNSELING
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Skill deficiency?
NO
ExplainImpact
ArrangePositive
Consequence
Used to do it?
RemovePunishment
NO
NO Used often?
YES
YES
YES
TRAINING
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
Need to ask some questions:• Is it something the person used to know how
to do but no longer does well?– If not, formal training.– It yes, move on.
• Is the skill used very often?– If not, practices/drills.– If yes, provide feedback.
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ExplainImpact
ArrangePositive
Consequence
GoodPerformancePunishing?
RemovePunishment
Skill deficiency?
YES
YES
NO
Obstacles?
RemoveObstacles
ExplainPossibility
ProvideRewards
NO
YES
YES
Non-performanceRewarding?
DoesPerformance
Matter?
GoodPerformanceRewarding?
Non-performancePunishing?
NO
ExplainImpact
ArrangePositive
Consequence
Used to do it?
RemovePunishment
NO
NO Used often?
YES
YES
YES
COUNSELING
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Before counseling process, determine what is contributing to problem.
• Answer all questions on model based on what you can observe.
• Counseling style relies on face-to-face discussion.• In preparing, leader gathers as many facts as
possible.• During counseling, subordinate adds additional
information.
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Is good performance punishing?– If the subordinate performs well, does it lead to punishment?– Example: If the subordinate writes good reports is this assignment given more often?– If this is the case, we need to remove any punishments for good performance.
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Is nonperformance rewarding?– If the subordinate performs poorly, does it lead to a reward of some kind?– If this is the case, we need to remove any rewards for poor performance.
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Does performance matter?– Does the individual understand the impact of poor performance?– If this is the case, we need to carefully explain how the poor performance is hurting the quality of service, other team members, etc.
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Is good performance rewarded?– Does the individual see any reason to perform well? Is good performance rewarded?– If not, start providing meaningful recognition for good performance.
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Is nonperformance punished?– Does the individual see any reason to avoid poor performance? Are there any punishments in place for continued poor performance?– Make sure the individual understands refusing to allow you to help it will lead to formal discipline.
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MATCHING TECHNIQUE TO PERFORMANCE (cont'd)
• Are there obstacles to performing?– Are there factors which prevent the individual from performing?
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Activity C.3Matching Coaching Techniques
to Subordinate Performance
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SUMMARY
• Effective leaders have many of the same characteristics as effective coaches:– Vision– Self-confidence– Humility– Confidence in others– Flexibility
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SUMMARY (cont'd)
"Coaching involves praise and recognition (for each individual). But it also requires helping the individual/team withstand tough times and inevitable setbacks, maintaining momentum and building small successes into a solid track record."
(Peters and Austin)
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